L. S. Vygotsky, the psychologist and teacher from Byelorussia who became a central figure in Soviet psychological and educational circles in the 1920s and 1930s, has become a frequent citation in 21st-century scholarship. He is most-often invoked to support some form of instructional scaffolding, based on his idea of the zone of proximal…

In this article, the authors propose a revised way of thinking about reading levels, one that promotes a wider and more flexible view of teacher decision making about the use of leveled texts in classrooms. They share five key principles to consider when looking at the use of instruction that involves matching leveled materials with readers.…

Points out that if students are to learn to negotiate meaning, they must have opportunities to use a balanced combination of informational, expressive, and interactional language. Describes three teaching strategies which are important in nurturing a range of language in the drama classroom: questioning, reflecting, and teacher in role. (ARH)

In this paper, the author looks at how she attempted to teach her students--preservice teachers--to engage in dialogic conversation about gay and lesbian identity using children's literature with gay and lesbian characters as a jumping off point. Through her analysis, the author has identified two requirements for dialogic conversation among…

The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in "scientific" reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of…

Corrected reprint of an article originally published in Language Arts, volume 66 number 2 (February 1989). See CS 737 385. (MM)

Suggests drama in education as a teaching strategy which is likely to promote classroom dialogue. Discusses liminality as a dramatic quality which facilitates authentic dialogue between teacher and students. (MS)

Discusses how primary school students use language as a tool for learning mathematics and develop their language abilities at the same time. Shares how students use a research approach as they investigate mathematics and use language in their speaking, listening, reading, and writing. (MG)

Describes how a teacher can personally assume a role and thereby facilitate students' role playing. (DD)

Suggests that writing conferences can help students become less teacher-dependent in their writing. (DD)

Describes a language arts project which used students' own first names as the project theme. (DD)

Describes drama learning strategies applicable to many curriculum areas and pieces of literature. Explains how such strategies were used to explore a Chinese folk tale in a 45-minute session with second graders. (RS)

Uses an epistemological framework to consider the role of direct instruction in learning and teaching, asking why, to whom, how, and when it is appropriate. Offers reflections on knowing and knowledge, and on knowledge building in the classroom. Discusses two levels of teaching and the role of direct instruction. Offers an example of talking and…

Individual short stories are to encourage role playing are presented.

Describes a project in which children improved their own reading skills by teaching their teddybears to read. (DD)